Over the course of the past three decades, service learning has become a major component in higher education. Heretofore, however, there has been limited published research that focuses on the community partner or that assesses the role of the community partner within the community-service-learning (CSL) model. This paper fills that gap by focusing on the community partner relationship as delineated by Mitchell (2008), the community partner's position in CSL, and the authentic relationships between the community partner, class, and instructor. Specifically, we address the following question: How do community partners articulate their voices within the CSL framework? This paper argues that community partners may articulate their own voices and concerns through the use of autoethnography, as well as through involvement in all stages of the CSL process, including course-planning and subsequent collaborative scholarship.